Factors influencing teacher participation in integration of ICT in teaching and learning in public secondary schools in Machakos sub-county.

Abstract

This study was set to investigate the factors influencing teachers’ participation in the integration of ICT in teaching and learning in public secondary schools in Machakos Sub County. The study was guided by four objectives and two hypotheses which include; establishing the relationship between teacher competency in the integration of ICT in teaching and learning; to assess the extent to which teachers apply computer skills in teaching and learning; to determine the influence of the availability of ICT facilities on ICT integration in teaching and learning and to establish the relationship between teacher gender and ICT integration in teaching and learning. The study hypotheses were; Ho1 There is no significant relationship between teacher competency and the integration of ICT in teaching and learning. Ho2 There is no significant relationship between teacher gender and the integration of ICT in teaching and learning in public secondary schools in Machakos Sub County. The study adopted descriptive survey design. The study used a sample of twenty one (21) secondary school head teachers and one hundred and twenty six (126) teachers. The study used questionnaires to collect data. The instruments were pilot tested and the reliability coefficient was found to be 0.79 for the head teachers and 0.76 for the teachers. Data was analyzed using descriptive and inferential statistics. Data was analyzed using descriptive statistical frequency tables, standard deviation and means and presented in tables. Quantitative data was analyzed using Pearson’s chi square and T-test with help of the Statistical Package for Social Sciences (SPSS). The study established among others that majority of the head teachers and teachers had basic ICT literacy while only a few head teachers and teachers integrate ICT in teaching and learning due to their limited competency in ICT skills. Many secondary schools had computer laboratories but inadequate computers. The study findings showed a significant relationship between teacher competency and ICT integration. The findings also established that teacher gender and ICT integration were independent variables. The study recommended among others that there is need for secondary school teachers to be trained in ICT integration in the subject areas in teaching and learning. There is also need for head teachers to provide computers in their schools for use in teaching and learning, while head teachers should encourage teachers to use ICT in teaching and learning. The researcher recommends the Ministry of Education should ensure all teachers train in ICT so as to acquire skills for teaching and learning.